Discusses a variety of adult basic education (ABE) assessment strategies at the individual and program level. Questions which must be considered in selecting assessment approaches; Importance of adult students' literacy skills; What assessment instruments in ABE programs are used to do; Advantages and disadvantages of standardized tests; Description of other types of assessment..

Offers five key principles for assessment of adult learning. Commonly held premises from which these principles are derived; Illustrations of assessment practices in different locations in the United States; What adult-oriented assessment suggests.

Assessing participant learning in online environments provides benefits and challenges. Fortunately, the available technology tools allow for a wide range of assessment techniques. [ABSTRACT FROM AUTHOR].

The web-based formative assessment developed in this research is named Formative Assessment Module of the Web-based Assessment and Test Analysis System (FAM-WATA). FAM-WATA is a multiple-choice web-based formative assessment module containing six effective strategies: ‘repeat the test’, ‘correct answers are not given’, ‘query scores’, ‘ask questions’, ‘monitor answering history’, and ‘all pass and then reward’. This research explored the effectiveness of FAM-WATA, cognitive styles and e-learning, and student attitudes towards the six strategies of FAM-WATA. A total of 503 seventh-grade students in central Taiwan were valid in this research. Overall results indicated that students displayed a positive attitude towards the six strategies of FAM-WATA. In addition, results also showed that students in an e-learning environment equipped with FAM-WATA achieved better learning effectiveness, and that field independent students appeared to make better use of FAM-WATA strategies than field dependent students. This research concluded that FAM-WATA benefited student learning in an e-learning environment. [ABSTRACT FROM AUTHOR].

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research. (Authors' abstract)

Competency-based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students' self-assessment of their prior learning before entering university education. The main aim of the presented study is to examine the suitability of the use of self-assessment in APL. First, in an explorative study, the main sources for self-assessment are derived and the relation between sources and domain of study is investigated. Second, in a pre-test post-test research design, the hypothesis that students' self-assessment of prior learning related to a course changes after studying a domain-specific course is tested. Pre-test results reveal that students indicate that they have prior knowledge related to the chosen university programme. In general, this prior learning is obtained from study experience, work experience, books, newspapers, magazines, the Internet, TV, radio, film or video. A relation is found between the type of source and the university programme. The hypothesis that students change their self-assessment after a study period could not be confirmed. Based on these results, it is concluded that self-assessment in APL might be a suitable tool. Implications for further research are discussed. [ABSTRACT FROM AUTHOR].

In this paper, the development of a methodology for the calculation of questions’ difficulty degree and creation of exams for distance education trainees is presented. The methodology is based on the principles of multicriteria decision analysis and multiobjective linear programming. The UTA* method is used in order to calculate the difficulty degree of any hypothetical question that can be described from the criteria defined and the Global Criterion method is used in order to solve the multiobjective mixed integer linear programming model that is constructed in order to create a test for the trainees. (Authors' abstract)

The study described in this article takes the view that distance education programs are dynamic systems with multiple constituencies. Literature on distance education programs as complex systems and on the critical constituency approach to program evaluation was used to guide the development of a questionnaire designed to assess the components of a distance education program. Instrument development was conducted in four phases using both quantitative and qualitative methods. The data from this study suggest that there are four major components of effectiveness in distance education programs: instruction, management, telecommuting, and support. Within each of these components there are from two to five subcomponents, 14 components in all, which can be used to assess distance education programs. The assessment scale which was developed measures these four components and their subcomponents. (Authors' abstract)

The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to encourage staff to reflect on Curriculum and Teaching Capacities (CTC). Implications were discussed in terms of emphasizing the process of online CTC learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and their association with student classroom learning perceptions.
(Authors' abstract)

Reflective activities, in some cases quite extensive teaching material about reflection's role in adult learning, have been used within distance taught courses at the Open University UK for more than a decade [6]. Some of these courses have focused on professional development in adult learning and encouraged reflection within the frameworks created by theorists of adult learning [2]. Others have integrated reflective activities into courses in introductory maths and science courses, in order to foster greater awareness of how best to learn within these disciplines, and of their connection with the day to day world of the student [3]. This article reviews experience in three Open University courses, notably a recent course — T293 Communicating Technology — a second level 30 credit point course (equivalent to approximately 300 hours study) in the Undergraduate Programme of the Open University. All three courses include material about reflection and are designed to emphasise the process of the student's own learning. Reflective activities are linked with the assessment process and the importance of the role of tutors in feeding back and responding to the content of student reflections is emphasised. There are particular challenges to encouraging reflection for students studying at a distance, though T293 students are networked and also attend tutorials and a residential school. The invitation to reflect as a specific activity in study is something many students find difficult. How effectively do students engage in reflection when required to do so in these circumstances, and what response to their reflections do their tutors make? [ABSTRACT FROM AUTHOR].